
Book ll__. 



UNITED STATES BUREAU OF EDUCATION 

BULLETIN. 1912, NO. 20 WHOLE NUMBER 492 



THE READJUSTMENT OF A RURAL HIGH 

SCHOOL TO THE NEEDS OF 

THE COMMUNITY 



By H. A. BROWN 

DISTRICT SUPERLNTENDENT OF SCHOOLS. COLEBROOK. N. H. 




WASHINGTON 

GOVERNMENT PRINTING OFFICE 

I9I2 



ftbnograpiL. 



BULLETIN OF THE BUREAU OF EDUCATION. 

(Titles abridged.) 

1906. 

No, 1. The education bill of 1906 for England and Wales. Anna Tolman Smith. 

No. 2. German views of American education. William N. Hailmann. 

No. 3. State school systems: October 1, 1904, to October 1, 1906. E. C. Elliott. 

1907. 

No. 1. The continuation school in the United States. Arthur J . Jones. 

No. 2. Agricultural education. James Ralph Jewell. 

No. 3. Auxiliary schools of Germany. B. Maennel. Translated by F. B. Dresslar. 

No. 4. The elimination of pupils from school. Edward L. Thorndike. 

1908. 

No. 1. On the training of persons to teach agriculture. L. H. Bailey. 

No. 2. List of publications of the United States Bureau of Education, 1867-1907. 

No. 3. Bibliography of education for 1907. J. I. Wyer, jr., and Martha L. Phelps. 

No. 4. Music education in the United States. Arthur L. Manchester. 

No. 5. Education in Formosa. Julean H. Arnold, American consul at Tamsui. 

No. 6. The apprenticeship system. Carroll D.Wright. 

No. 7. State school systems: October 1, 1906, to October 1, 1908. E. C. EUiott. 

No. 8. Statistics of Stata universities, etc., 1907-8. 

1909. 

No. 1. Facilities for study and research in Washington, Arthiu T. Hadley. 

No. 2. Admission of Chinese students to American universities. John Fryer. 

No, 3. Daily meals of school children. Caroline L. Hunt. 

No. 4. The teaching staff of secondary schools, Edward L. Thorndike. 

No. 5. Statistics of public, society, and school libraries in 1908. 

No. 6. Instruction in the fine and manual arts. Henry Turner Bailey. 

No. 7. Index to the Reports of the Commissioner of Education, 1867-1907. 

No. 8. A teacher's professional library. Classified list of 100 titles. 

No. 9. Bibliography of education for 1908-9. 

No. 10. Education for efficiency in railroad service. J. Shirley Eaton. 

No. 11. Statistics of State universities, etc., 1908-9. 

1910. 

No, 1. Reform in teaching religion in Saxony. Arley Barthlow Show. 

No. 2. State school systems: October 1, 1908, to October 1, 1909. E. C. Elliott. 

No. 3. List of publications of the United States Bureau of Education, 1867-1910. 

No. 4. The biological stations of Europe. Charles Atwood Kofoid. 

No. 5. American schoolhouses. Fletcher B. Dresslar. 

No. 6. Statistics of State universities, etc., 1909-10. 

(Continued on p. 3 of covot.) 



UNITED STATES BUREAU OF EDUCATION 

BULLETIN, 1912. NO. 20 WHOLE NUMBER 492 



THE READJUSTMENT OF A RURAL HIGH 
SCHOOL TO THE NEEDS OF 

THE COMMUNITY ^^ 7 



By H. A. BROWN 

DISTRICT SUPERINTENDENT OF SCHOOLS. COLEBROOK. N. H. 




WASHINGTON 

GOVERNMENT PRINTING OFFICE 

1912 



Cv 



n 



V 



v^^^;^ 



OCT 4 ^^^'- 



I 



OOl^TEIsrTS. 



Page. 

Acknowledgment 7 

Introduction 9 

Aim of the school 9 

The school buildings 11 

The greenhouse f2 

Dair>' laboratory" 13 

Domestic arts department 13 

The shops 13 

The school garden 14 

The faculty and the apportionment of the work 14 

Method of administration 15 

The library 15 

Program of studies 16 

Detailed outline of courses in agriculture 17 

Detailed outline of courses in domestic arts 19 

Courses in mathematics 22 

Work in the greenhouse 23 

Significance of the movement 25 

Appexdix: 

Industrial equipment of Colebrook Academy 27 

Books used in teaching agriculture 29 

Books used in teaching domestic arts 30 

3 



ILLUSTEATIOH"S. 



Page. 

Plate 1. Colebrook Academy Frontispiece'' 

2A. Class in cooking 10 

2B. A lesson in serving 10 

3A, Class in sewing 14 

3B. Class in typewriting 14 

4A. The chemical laboratory 18 

4B. A lesson in wireless telegraph-.- 18 

5A. A corner of the blacksmith shop 20 

5B. A corner of the carpenter shop 20 

6A. A lesson in the use of the separator 22 

6B. Making the Babcock milk test 22 

7A. Securing samples of soil at different depths 26 

7B. A lesson in the greenhouse - 26 

5 



ACKNOWLEDGMENT. 



The author acknowledges the assistance of IVIr. E. H. Turner, 
instructor in agriculture, and of Miss Edith M. Gordon and Miss 
Edith B. Hunt, instructors in domestic arts in Colebrook Academy, 
in preparing the detailed outlines of courses in agriculture and domes- 
tic arts in this bulletin. 

7 



THE READJUSTMENT OF A RURAL HIGH SCHOOL 
TO THE NEEDS OF THE COMMUNITY. 



INTRODUCTION. 



Colebrook Academy is located in the town of Colebrook, in a fertile 
and prosperous section of the Connecticut Valley, in the extreme 
northern part of the State of New Hampshire. The town has a popu- 
lation of about 2,000, and the section of the State is noted as one of 
the best agricultural districts in northern New England. At the 
beginning of its existence in 1832 the school received a grant of land 
from the State. For a time it was conducted as a private institution,'' 
but it had no endowment, and soon became a tax-supported school. 
Colebrook Academy retains its original name, but it is a public high 
school and is entirely supported by taxation. The school district 
in which it is located comprises only a portion of the town and has a 
population of about 1,200. 

From the time of its first approval as an accredited high school by 
the department of public instruction of New Hampshire, until 1910, 
the school had maintained the traditional college preparatory and 
English curricula. Up to that time it had been conducted in the 
original building in which it had begun its existence. In 1910 it was 
decided to reorganize the school on a new basis, with a view to pro- 
viding a more efficient education for the country boys and girls in the 
section adjoining the school. Accordingly, a new building was con- 
structed and a new program of studies laid out along modern lines, 
consisting of the following courses of study: (1) College prepara- 
tory; (2) commercial; (3) agricultural; and (4) domestic arts. 

AIM OF THE SCHOOL. 

In the work which Colebrook Academy is doing, three distinct aims 
stand out prominently. 

1. A program of studies is offered which is adequate to meet the 
demand for universal high-school education in the section in which the 
school is located. Education in this country has become practically 
universal in the sense that nearly everybody receives some education. 
But it is far from universal in the sense of provision for the needs of 
all classes of people, or of adaptation to the aptitudes and inclinations 
51729°— Bull. 20—12 2 9 



10 THE EEADJUSTMENT OF A KUEAL HIGH SCHOOL. 

of all, or of outgrowth from the peculiar industrial requirements of 
different localities. 

In the past, both high-school and collegiate education have favored 
those whom we may designate as the professional class, at the expense 
of those engaged in industrial pursuits. The situation has been vastly 
improved since 1862 in respect to education of collegiate grade in 
industrial pursuits, on account of the establishment in every State 
of higher institutions to teach agricultural and mechanical as well as 
other industrial studies. But these colleges are able to reach only 
a very small proportion of the people, because the people as a whole do 
not go to college. The great problem before the present generation 
is to extend industrial education of the right kind to the secondary 
schools in order that the influences which are expected to be derived 
from such education may be felt by the masses. The rural high 
school, situated in a small community, with, meager financial support 
and with a faculty limited to five or six members, finds itself facing 
a most difficult situation when it attempts to solve this problem. It 
can not be solved by offering to every boy and girl in the rural com- 
munities the studies of the traditional classics-mathematics-science 
type of high school. On the other hand these studies should not be 
omitted from the program. Some boys and girls in the country in 
the very nature of things should be educated toward professional life. 
One of the great aims of secondary education in any locality should 
be to provide a program of studies which shall take into consideration 
the natural aptitudes, inclinations, needs, and destiny of the boys 
and girls of the section. In addition a type of education must be 
established which shall react upon the community and the region in 
which the school is located in such a way as to be a source of strength 
and a means of upbuilding the whole district tributary to it. If 
education is to be universal, not only must the needs of the boys and 
girls be taken into consideration and provided for, but the industries 
of the community in which the school is located must be represented 
in its program of studies. 

2. There is a growing tendency for secondary schools to base their 
programs of study in part on the life and industries of the community. 
Thus, growing up in many cities are strong courses in commerce, 
mechanic arts, textile arts, and home making. The rural high school 
in an agricultural region, if it is to maintain an adequate standard 
of efficiency, must take into its program of studies agriculture and 
home making. The underlying purpose in the new program in Cole- 
brook Academy is to utilize, as strictly educative means, studies based 
on the industries and activities of the community. In other words, 
a large part of the program of studies is built up and organized around 
agriculture and home making, which are the leading activities of this 
particular community. 



BUREAU OF EDUCATION 



BULLETIN, 1912, NO. 20 PLATE 2 




A. CLASS IN COOKING. 



— J 






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jB. a lesson in SERVING. 



THE READJUSTMENT OF A RURAL HIGH SCHOOL. 11 

The purpose of the new program is well expressed in the following 
words of State Supt. H. C. Morrison: 

It ought to be borne in mind that the legitimate purpose of such high-school courses 
as these is not primarily to make good farmers, or skilled mechjanics, or professional 
housekeepers. Their primary legitimate object is the education of the boy and girl to 
become a sincere and efficient and happy man and woman, capable of becoming an 
educated worker with material things, capable of getting life's happiness out of work 
rather than out of the leisure which comes after work, if indeed it comes at all. A 
further primary legitimate purpose is to educate the strongest youth toward the farm 
and the industries, instead of toward the professions and business exclusively. For 
these ends the courses utilize agriculture and the mechanic and domestic arts purely 
as educational material absolutely on a par with Greek, Latin, and mathematics. To 
become thoroughly efficient, the youth must still receive the training of specific 
technical instruction or of experience. But the pupil who has had four years of the 
kind of instruction recommended will not only be a better educated man, but a more 
intelligent and more efficient farmer, or mechanic, or housekeeper. 

Again speaking of these courses he says : 

They are established in the belief that there is just as truly a cultural development 
of the individual to be had from competent instruction in agriculture or domestic^ 
science as from competent instruction in Latin. 

It must be distinctly borne in mind that the fundamental purpose 
of these courses which Colebrook Academy offers is not vocational 
education, nor is there any tendency toward the trade school. The 
aim is the education of the boys and girls through these studies in the 
behef that in many localities they have greater educational value 
than the older traditional subjects. 

3 . The final purpose in the introduction of agriculture and domestic 
arts into the program as regular studies is to overcome a prevalent 
tendency to think of agriculture and home making as unworthy call- 
ings. On the contrary these arts should be exalted to an honorable 
place in the estimation of the youth of the land. Agriculture must 
be raised to a position of as great dignity as law, medicine, or engineer- 
ing. Home making must be looked upon as a profession by the girls 
who go out from our secondary schools. Never will these schools be 
truly efficient in the highest degree until these great arts upon which 
the future welfare of State and Nation depend are given their proper 
place side by side with the older traditional subjects. 

THE SCHOOL BUILDINGS. 

Colebrook Academy has two buildings and a greenhouse in which 
its work is conducted. The old academy buildiug, which was built 
soon after a charter was granted for the school by the legislature in 
1832, has been remodeled and repaired and provided mth a good 
basement. The main floor is now used for a gymnasium and the 
basement for the shops. 



12 THE READJUSTMENT OF A EUEAL HIGH SCHOOL. 

The new academy building is 105 feet long and 42 feet wide, with a 
3-foot projection in front and two small projections in the rear. 
The building is two stories in height and has sufficient space finished 
on the third floor for the domestic arts department. There is also a 
good basement under the entire buildmg. The foundation walls are 
constructed of concrete. The walls of the building are of brick, the 
outside course being of selected brick of dark red color. The trim- 
mings throughout are of artificial stone of light gray, which in con- 
trast \\dth the dark red of the selected brick present a very pleasing 
effect. The roof is covered with Vermont green slate with copper 
flashing. 

On the first floor of the building are the laboratory, the commercial 
room, typewriting room, library containing 6,000 volumes, superin- 
tendent's office, principal's office with private room, private toilet 
room for the offices, book room, and lady teachers' room. On the 
second floor are a large study room, with a seating capacity of 150 
students, and 4 classrooms of sufficient size to accommodate 36 students 
each. The study room is located in the center of the building, with 
large windows on one side only, at the left of the pupfls. There are 
corridors on this floor designed to be used as wardrobes. Coat and 
hat hooks are provided and a live steam pipe directly beneath them 
dries the clothes of the students in damp or rainy weather. The inte- 
rior finish of the building is of North Carolina pine, and aU floors are 
of hard wood. The entire building is wired for electricity and fitted 
with an electric bell system. The plumbing fixtures are of the most 
modern type, and there are sanitary drinking fountains in the base- 
ment and on the second floor. The study room and the classrooms 
are heated by indirect radiation, and the rest of the building by direct 
steam. The study and classrooms are ventilated into two large 
stacks. The cost of the new building, including the greenhouse, was 
$30,000. 

Four features of this school plant are important, as they will belong 
to every rural high-school plant when these schools are fuUy read- 
justed to the needs of the community. These features are: (1) The 
greenhouse; (2) the dairy laboratory; (3) the domestic arts depart- 
ment; and (4) the shops, including a carpenter shop and a blacksmith 
shop. 

THE GREENHOUSE. 

Located on the south side of the building and connected with it 
by a covered passage is a greenhouse for use in comiection with the 
courses in agriculture. It is 28 feet long and 18 feet wide. The 
greenhouse is heated by a special hot-water heater in the basement 
of the main building. The greenhouse contams soil benches around 
the walls on four sides, and a center bench with soil to the depth 
of 6 inches for experiments and for growing plants. The hot-water 
pipes are directly under the benches. 



THE READJUSTMENT OF A RURAL HIGH SCHOOL. 13 

In the greenliouse much practical work is done in connection with 
the study of the elementary principles of plant life, soils, fertilizers, 
the selection and testing of seeds, the care of plants under glass, and, 
in fact, in nearly all of the work in agronomy and horticulture. The 
use of the greenhouse makes it possible to do a large amount of prac- 
tical laboratory study in connection with these two courses. For 
example, an experiment in relation to the cultivation of beans was 
conducted during the past winter. The entire center bench was 
divided mto six sections and planted with beans; each section 
was treated in a different manner as to fertilizer and cultivation. 
The crop was allowed to grow to maturity and at regular periods the 
boys were taken to the greenhouse for observation. Much material 
for class discussion was obtained in this way. A detailed description 
of this experiment is given in another part of this bulletin. 

The cost of the greenhouse was $500; the heating apparatus cost 
$250 additional. 

DAIRY LABORATORY. 

The basement of the mam building contains a dairy laboratory 
with cement floor, cabinets, tables, water connections, and suitable 
apparatus. The equipment, which will be described on a subsequent 
page, includes a Babcock milk tester, a De Laval separator, and a 
Sharpless separator. 

DOMESTIC ARTS DEPARTMENT. 

The school maintains a four-year course in domestic arts. The 
kitchen and dining room are located on the third floor. The kitchen 
is provided with two cooking tables so placed as to form an oblong 
with openiags at each end. It will accommodate a cooking class of 
12 girls. The room also contaias a modern range and hot- water 
boiler, a porcelain, sink, a large dish cupboard, and an ample drawer 
room. The siak is provided with both hot and cold water. The 
cooking tables are so constructed that each girl has the use of two 
table drawers, and below them a cupboard. Each student has indi- 
vidual equipment for her own use. Adjoining the kitchen is a 
commodious dining room adequately equipped for serving. The 
equipment for cooking and serving is as complete as would be 
found in the house of a family of average means. More would be 
unjustifiable. 

THE SHOPS. 

In the basement of the old academy building, which is situated 
just back of the new building, are two shops for the two courses iq 
farm mechanics. One is the forge shop and is designed and equipped 
for teaching forging and farm blacksmithing. The other is the wood 



14 THE READJUSTMENT OF A RUBAL HIGH SCHOOL. 

shop, and in it a year's work is given in woodwork and farm carpen- 
try. The carpenter shop is equipped with woodworking benches and 
a set of tools for each, and a general set of tools for the entire shop. 
The forge shop is equipped with hand forges, anvils, vises, and black- 
smith tools, including a blacksmith's tap and die set. In these shops 
the boys in the agricultural curriculum have practice in woodwork 
and farm carpentry and forge work and farm blacksmithing through- 
out two years. 

The two courses in farm mechanics have a threefold object: First, 
they aim to teach boys how to use their hands; second, to teach them 
the knack of using their hands to useful mechanical purpose; third, 
to acquaint them with so much of the art of the carpenter and black- 
smith as to enable them to understand the structure of farm build- 
ings and machinery and to make sundry repairs to the same. 

THE SCHOOL GARDEN. 

In the spring of 1911 the students of the class in agronomy planted 
about half an acre of land and successfully raised nearly aU the 
kinds of crops that are raised in this climate. 

THE FACULTY AND THE APPORTIONMENT OF THE WORK. 

The faculty of Colebrook Academy consists of a superintendent, a 
principal, and five teachers. The superintendent has charge of the 
schools of a supervisory district, does no teaching, but closely super- 
vises and directs the work of the school. The principal is directly 
responsible for the government and management of the school and 
teaches the same number of periods as the regular teachers. The 
principal and two of the teachers are graduates of college classical 
or literary courses and are competent to carry on the regular aca- 
demic work of the school. The submaster is a graduate of the Massa- 
chusetts Agricultural College, with the degree of B. S. in agriculture, 
and is fully competent to teach the agricultural subjects. The 
domestic arts teacher is a graduate of the home economics depart- 
ment of Simmons College, Boston, Mass., with the degree of B. S., 
and has training adequate to fit her to teach the various lines of 
domestic arts which the school offers. The teacher of the commer- 
cial subjects is a graduate of the commercial course of the Salem 
(Mass.) State Normal School. Thus the same standard is maintained 
for the industrial work as for the academic work of the school. Each 
of the teachers received special training for the particular subjects 
wliich he teaches. Thus, and only thus, can satisfactory standards 
be maintained. The school fully meets the requirements for approval 
by the New Hampshire department of pubhc instruction. 

The State of New Hampshire pays to certain towns the sum of 
$2 a week for each teacher who has had professional training in a 



BUREAU OF EDUCATION 



BULLETIN, 1912, NO. 20 PLATE 3 




A. CLASS IN SEWING. 




£. CLASS IN TYPEWRITING. 



THE EEADJUSTMENT OF A RURAL HIGH SCHOOL. 15 

normal school or who passes an examination in professional subjects. 
All but two of the teachers of the school have met this requirement, 
and all display superior professional spirit and attitude and more 
than ordmary pedagogical skill in presenting tlieir subjects to their 
classes. 

METHOD OF ADMINISTRATION. 

The control of the school lies in the hands of a school board of six 
members elected by the people. These six men are active, intelli- 
gent, and successful business men of the town who take a deep inter- 
est in the schools and in whom the people have entire confidence. 
This board make the superintendent their executive officer and place 
in his hands the supervision, direction, and management of the school. 
Under the charge of the superintendent are, in addition to Colebrook 
Academy, the graded schools of the village, 12 ungraded schools in 
the farming section outside of the village, and the schools of Errol, 
a neighboring town. These two towns unite to form a supervisory 
district, so called in New Hampshire, and employ jointly a superin-^ 
tendent of schools. The State pays half the salary of the superin- 
tendent. 

The work of the superintendent is entirely professional. He is 
selected from a list of persons approved by the State superintendent 
after a searching examination in professional subjects. He must also 
be a graduate of a registered college. The superintendent is elected 
by a joint board made up of the school boards of the towns in the 
supervisory district. The office of superintendent is not in any sense 
political. 

The relation of the State to Colebrook Academy lies in the power 
of approval of secondary schools by the State superintendent. The 
suggestion that the course of study in the school should be modified 
and better adapted to community needs came from Mr. H. C. Morri- 
son, the State superintendent. The new program of studies was 
mapped out by him, and the management of the school has contin- 
ually had the benefit of his counsel and guidance. 

THE LIBRARY. 

The town library is in the school building and is used as a school 
Hbrary. It contains at the present time about 6,000 volumes, and 
the books are such as admirably to serve the needs of the school. 
A sufficient sum is appropriated each year by the town for the proper 
maintenance and increase of the library. By the use of the library 
it is possible to teach such subjects as history with due regard to 
extensive collateral reading. 



16 THE EEADJUSTMENT OF A EUEAL HIGH SCHOOL. 

PROGRAM OF STUDIES. 

The four lines of work which the school maintains are embodied 
in the following courses of study : 

AGRICULTURAL COURSE. 



Year. 



Ill, 



IV. 



Subjects. 



I Periods 
! per week. 



English 

Advanced arithmetic 

Agronomy 

Farm mechanics — Farm carpentry 

EngUsh 

Practical mathematics 

Animal husbandry and dairying 

Farm mechanics— Farm blacksmithing . . 

English 

Physics 

Horticulture 

Road building 

Forestry 

EngUsh 

American constitutional history 

Chemistry 

Rural economy and farm management . . . 
Physiography: Geology and mineralogy. 



DOMESTIC ARTS COURSE. 



n. 



m. 



IV. 



EngUsh 

Advanced arithmetic 

Elementary sewing 

Elementary cooking 

Ancient history 

EngUsh 

Dressmaking, millinery, and designing 

Biology 

French -. 

EngUsh 

Household design and decoration 

Household mechanical appUances 

Household sanitation and hygiene 

Physics 

French 

EngUsh 

American constitutional history , 

Chemistry 

Advanced cooking and dietaries. 

Advanced physiology and hygiene and the elements of nursing 

Household economics 

French 



COMMERCIAL COURSE. 



m. 



IV. 



English 

Commercial arithmetic 

Stenography 

Typewriting 

Ancient history 

EngUsh 

Stenography 

Typewriting 

Commercial geography 

History of commerce 

French 

English 

Bookkeeping and office practice. 

Physics 

French 

EngUsh 

American constitutional history 

Commercial law 

PoUtical economy 

Bookkeeping and office practice 
French 



THE KEADJUSTMENT OF A KURAL HIGH SCHOOL. 
CLASSICAL COURSE. 



17 



Year. 



Subjects. 



Periofls 
per week. 



Extent 
in years. 



III. 



IV. 



English 

Ancient history 

First year matnematics 

Latin 

English 

Second year mathematics 

French 

I>atin 

E nglish 

French , 

Latin 

Physics or chemistry 

English 

American constitutional history. 

French ". . 

Latin 

Review algebra 

Review geometry 



DETAILED OUTLINE OF COURSES IN AGRICULTUKE. 



AGRONOMY. 

1. Elements of plant life: Study of seed, root, stem, leaf, reproduction. *" 

2. Soils: Origin, kinds, uses, soil water, plant food, care and improvement. 

3. Seed selection and testing: Judging, germinating, analyzing. 

4. Fertilizers and manures: Composition, value, relation to soils and crops, lime. 

5. Insects: Kinds, harm, benefit, life habits. 

6. Farm crops: Kinds, cultivation, uses, care. 

7. General handling of field crops. 

8. Experimental work in greenhouse. 

9. Practical work in school garden. 

The class plant a school garden in the spring in which all crops are raised which 
grow in this climate. This will develop into a farm for demonstration and practical 
work. 

FARM CARPENTRY. 

1. Construction and proper use of carpenter's tools. 

2. Reading and drawing blue prints. 

3. Plan for each article finished before construction begins. 

4. Study of building plans and construction, with practice in estimating and figuring 
the cost. 

5. Mechanical drawing. 

6. Construction of wooden articles needed on farm and for home and school use. 

7. Repairs to school building. 

8. Practical work in construction and repairing. 

FARM BLACKSMITHING. 

1. Proper use and construction of blacksmith's tools. 

2. Mechanical drawing, continued. 

3. Study of iron and steel manufactiu-e in an elementary way. 

4. Hardening and tempering. 

5. Study of typical farm implements, machinery, and so far as possible construction 
and repair of same. 

6. Constant practical work at the bench and forge on useful articles of iron con- 
struction. 

It is hoped to make these courses a means of better articulating the school with the 
community. The school plans to be of assistance to the farmers in the vicinity by 
making simple repairs to tools and machinery. 



18 THE READJUSTMENT OF A RURAL HIGH SCHOOL. 

ANIMAL HUSBANDRY AND DAIRYING. 

1. TA^ies and breeds of farm animals: Horses, cattle, sheep, swine, poultry. 

2. Principles and practice of breeding: Origin, improvement, care of farm animals 
and plants. 

3. Feeds and feeding: Why, what, how to feed. 

4. Structure and functions of the animal body: Systems of the body, and care, f^] 

5. Animal diseases, disinfection and general sanitation; prevention and cure. | , 

6. Observing and scoring herds in vicinity. I* 

7. Milk: Kinds, care, uses, composition. T 

8. The Babcock test: Theory and practice, use. 

9. Essentials in good milk production: Cleanliness, care. 

10. Market milk and cream: Kinds, uses, preparation, care. 

11. Buttermaking. 

HORTICULTURE. 

1. Review of general principles of plant life, soils, fertilizers, and cultivation. 

2. Greenhouses, hotbeds and cold frames: Principles, construction, and use. 

3. Care of plants under glass, forcing and hardening. 

4. More special study of (a) vegetable growing; (6) fruit growing; (c) flower growing. 
The excellent greenhouse makes it possible to teach this course almost wholly by the 

practical method. 

ROAD BUILDING. 

1. Essentials of a good road: Grades, solidity, water-shedding characteristics. 

2. Road material and principles of construction. 

3. Dirt, gravel, macadam, and telford roads. 

4. Bridges, grades, cuts, and fills. 

5. Projecting, laying out, and figuring cost of roads in the vicinity. 

6. Field work in observation of construction work in State highways in the vicinity. 

FORESTRY. 

1. Study of New Hampshire forest types: Life history, associates, enemies of 
characteristic tree in each t\^e. 

2. Forest seeding and planting. 

3. Management of the form forest; the wood supply. 

4. Management of Government forests. 

5. Conservative lumbering. 

6. Relation to stream flow and general rural conditions. 

7. Practical field observation and lectures by experienced foresters and lumbermen. 

RURAL ECONOMY AND FARM MANAGEMENT. 

1. Farm accounting and bookkeeping: Value, methods, extent. 

2. Farm management: Values, systems, management of farm and farm products. 

3. Elements of rural law; legal relations of farmer to siuroundings. 

4. Conditions determining farm values. 

5. Systems of cropping. 

6. Marketing and transportation. 

7. Management of fields and cropping. 

8. Water supply and sewage. 



BUREAU OF EDUCATION 



BULLETIN, 1912, NO. 20 PLATE 4 




A. THE CHEMICAL LABORATORY. 




B. A LESSON IN WIRELESS TELEGRAPHY. 



THE READJUSTMENT OP A BURAL HIGH SCHOOL. 19 

DETAILED OUTLINE OF COURSES IN DOMESTIC ARTS. 

ELEMENTARY SEWING. 

1. A.11 cutting and stitching involved in sewing simple article^ for dress and house- 
hold, including the making of such articles as jabots, sewing bags, towels, aprons, 
doilies, handkerchiefs, kimonos; darning, mending, etc. 

2. Sewing clothing cut by competent fitter. 

3. Elementary machine sewing. 

About one-eighth of the time is devoted to instruction and calculation. In this 
course no attempt is made to follow a set outline. It consists entirely of practical 
work and the various stitches are learned when needed. 

DRESSMAKING, MILLINERY, AND DESIGNING. 

1. Designing, cutting, and fitting of clothing. 

2. Pm-pose and requirements of clothing; materials; selection of materials. 

3. Instruction and practice in drafting, including the making of drawers, shirt 
waists, shirt patterns, etc. 

4. Making gingham dress from pattern. 

5. Materials used for hats. 

6. Combination of colors and materials. ■% 

7. Relation of face to shape of hat. 

8. Plates and drawings. 

9. Designing of hat for pupil. 

10. Selecting material and making a hat. 

One-half of the time in this course is given to studying designs from sketches and 
prints, from the artistic point of view. 

ELEMENTARY COOKING. 

1. Management of coal, wood, and oil ranges. 

2. Care of utensils, sink, and other apparatus. 

3. Preparation and cooking of vegetables and cereals. 

4. Use and cooking of eggs and milk. 

5. Preparation of cheap cuts of meat. 

6. Different methods of prepai'ation of fish. 

7. Batters and doughs, and preparation of muffins, popovers, bread, and similar 
articles. 

8. Preparation of simple desserts, such as bread pudding, lemon jelly, tapioca 
cream, etc. 

9. Preparation of simple menus. 

10. Preparation and serving of simple dinners, including instruction in table 
setting, serving, etc. 

Practically no attempt is made in this course to teach the chemistry of foods. The 
course consists of a maximum of concrete practice with a minimum of theory. 

ADVANCED COOKING AND DIETARIES. 

1. Canning and preserving from a bacteriological point of view, with practical work 
with material from the school garden; decays, molds, bacteria, sterilization, etc. 

2. Composition, structure, methods of cooking vegetables; place in diet; practice 
in cooking vegetables. 

3. Cereals: Methods of cooking as governed by composition and commercial prep- 
aration; practice in preparation of various cereals. 

4. Milk: Value as food; effect of heat as to physical changes, digestibility, and 
preservation; practice. 



20 THE EEADJUSTMENT OP A RUKAL HIGH SCHOOL. 

5. Eggs: Composition, place in diet, preservation; practice in preparation in vari- 
ous ways. 

6. Meat and fish: Chemical composition, economy, place in diet; methods of 
preparation. 

7. Practice with batters and doughs, with the study of grains and of leavening 



8. Preparation of salads; importance in diet. 

9. Desserts: Relation to preceding courses in menu; practice in the preparation of 
both cold and hot desserts. 

10. Food values; chemistry and biology of cooking; preparation of economical 
dietary; food combinations; relation of occupation to food requirements. 

11. Practical work in serving. 

During this course a number of dinners have been served by the 
class to the school board and their wives, and to invited guests. 
Refreshments have also been served at various school functions. 
Considerable attention has been given to proper food combinations 
and to the cost of the various menus prepared. Correct methods of 
serving have been emphasized. 

The following are typical menus of dinners which were actually 
served : 

I. 

Tomato bouillon. Croutons. 

Beef loaf. Scalloped potatoes. 

Macedoine of vegetables. 

Turnip. Squash. Onions. 

Fruit salad. Baking powder biscuits. 

Coffee jelly. Sponge drops. 

' Caf6 noir. 

II. 

Potato soup. Crisp crackers. 

Casserole of beef. Tomato sauce. 

Mashed potatoes. Celery. Olives. 

Fruit salad. Ribbon sandwiches. 

Chocolate souffle. Rolled cookies. 

III. 

Pea soup. Imperial sticks in rings. 

Jellied chicken with gravy. Boiled potatoes. 

Turnip. Creamed onions. 

Cranberry jelly. 

Fruit salad. Parker House rolls. 

Spanish cream. Palm leaves. 

' Confections. Salted nuts. 

Caf6 noir. 

IV. 

Corn soup. Crisp crackers. 

Beef croquettes. Tomato sauce. 

Dandelions. Mashed potatoes. 

Fruit salad. Parker House rolls. 

Boiled custard. Cake. 

Wafers. Coffee. 



BUREAU OF EDUCATION 



BULLETin. 1912, NO. 20 PLATE 5 



1 

1 [ 


as* 





A. A CORNER OF THE BLACKSMITH SHOP. 




B. A CORNER OF CARPENTER SHOP. 



THE EEADJUSTMENT OF A KURAL HIGH SCHOOL. 21 

HOUSEHOLD DESIGN AND DECORATION. 

1. The history of the development of the house; study of the various types of 
dwellings; condition of the various periods as reflected in the architecture. 

2. The location of the house. 

3. The elementary principles covering the structure of the house; location of stairs, 
chimneys, supporting walls, pai'titione, floors, and roof beams. 

4. Exterior and interior finish. 

5. The plan of the house. 

6. The decoration of the house; brief study of ancient art; color schemes; practice 
in drawing and fm-nishing rooms. 

7. Furnishings and fm-niture of a house; wall papers, carpet and rug designs, and gen- 
eral color schemes ; study of furniture, covering both serviceableness and artistic values . 

This com-se is closely correlated with drawing and, in fact, is about equally based 
on drawing, study of plans and catalogues, and study of practical home problems. 

Each girl makes representations of the rooms of a house on large sheets of heavy 
paper, selects, from catalogues, pictures of furniture, carpets, rugs, etc., and pastes 
them on the model in the proper place. From sample books of wall paper she selects 
her paper for the walls. She figures the cost of furnishing and decorating the house. 
The girls are allowed to use their own ideas in working out the color schemes and iiu 
determining the cost. 

HOUSEHOLD MECHANICAL APPLIANCES. 

1. Elementary scientific principles underlying ventilation, heating, plumbing, 
lighting, the refi'igerator, thermos bottles, sewing machine, double boiler, egg beater, 
ice-cream freezer, fireless cooker, and various other mechanical appliances used in 
the house. 

This course deals especially with the scientific principles involved in these 
mechanical appliances and is of the nature of applied physics. The educational 
value of a course of this kind for girls is obvious. The girl sees the practical applica- 
tion of the principles which she studies in those things with which she comes in 
contact in her daily life in the home. 

HOUSEHOLD SANITATION AND HYGIENE. 

1. Water: Danger from contamination; sanitary principles underlying care of 
plumbing and drainage systems. 

2. The sanitation of the house: Kitchen, dining room, bed room. Insect pests. 

3. Public and private health : Disinfectants, antiseptics, and deodorants; collateral 
reading on various epidemics and consideration of various methods of transmitting 
disease. 

4. Water, milk, and food: Som'ce of production and methods of handling; oppor- 
tunities for contamination and spread of disease; legal requirements regarding food. 

5. General consideration of sanitation and hygiene as related to the home and to 
public health. 

In this course all of the problems of the home, such as those of light, ventilation, 
heat, dust, and sewerage, are studied from the point of view of sanitation and hygiene. 

HOUSEHOLD ECONOMICS. 

1. Household accounts: Various methods of bookkeeping; brief study of banking 
and its relation to the housewife; practical instruction in connection with the school 
bank; practice in use of check book. 

2. Income: Each member of the class is given an imaginary income and is required 
to furnish house, clothing, and food for a family of stated size for a year, dealing at 
cmTent prices. 

3. Marketing: Vegetables and groceries; comparison of vai-ious cuts of meat; study 
of first and second quality; values; local and department stores. 

4. Household arithmetic. 



22 THE READJUSTMENT OF A EURAL HIGH SCHOOL. 

COURSES IN MATHEMATICS. 

Colebrook Academy does not require that every boy and girl shall 
pursue courses in algebra and geometry. In fact, the traditional 
courses in these subjects have been thrown overboard and the mathe- 
matics instruction has been reconstructed. The following courses in 
mathematics are now offered by the school: 

1. In the college preparatory course, in place of the algebra of the 
first year and the geometry of the second year, arithmetic, algebra, 
and geometry are taught concurrently. The main emphasis in the 
first year is on algebra with some related geometry; in the second 
year on geometry with the infusion of a good deal of associated 
algebra. Those parts of geometry and algebra which are too difficult 
for high-school students have been omitted. The whole subject has 
been made more concrete and practical and is related in a more vital 
way to the experiences of life. The particular excellencies of the 
courses in mathematics as taught from this point of view are as 
follows: (a) The subject is within the grasp of the average boy and 
girl and is intelligible to them; mathematics has a meaning; the 
formal manipulation of the abstract symbols of algebra and memo- 
rizing the formal proofs of geometry are avoided; (b) the interweaving 
of both algebra and geometry renders it possible for algebra to come 
to the assistance of geometry by expressing the facts of geometry 
and for geometry to make algebra more intelligible by illustrating 
the facts of algebra; (c) the whole subject of mathematics in its 
development follows somewhat closely the genetic order, that is, the 
order of development of the mind of the pupil, which makes the whole 
learning process more rational and economic; (d) the college entrance 
requirements are fully covered; (e) the student does not drop his 
algebra at the end of the first year, but his grasp on it continues to 
increase during the second year, so that he is better prepared for 
further work of an algebraic nature in the third or fourth year of his 
course; (/) the pupil manifests greater interest in mathematics and 
develops superior mathematical ability. 

2. The students of the agricultural course take neither algebra nor 
geometry. In the first year they have a course in advanced arithme- 
tic, which aims to be distinctly practical. It includes a review of 
elementary arithmetic and the advanced applications of the subject. 
Such processes are taught as have a direct relation to the after lives 
of the pupils. Problems are selected which deal with actual situ- 
ations and which grow out of the pupils' experiences. 

3. In the place of the geometry of the second year the agricultural 
students take a course called practical mathematics, which includes 
three lines of work: (a) The algebra of the equation; (b) the appli- 
cations of geometry to practical measurements; (c) the elementary 
principles of surveying. 



BUREAU OF EDUCATION 



BULLETIN, 1912, NO. 20 PLATE 6 




A. A LESSON IN THE USE OF THE SEPARATOR. 




B. MAKING THE BABCOCK MILK TEST. 



THE EEADJUSTMENT OF A KURAL HIGH SCHOOL. 23 

4. The domestic-arts girls take arithmetic in the first year and no 
mathematics thereafter except what they get in the regular domestic 
arts work. The same is true of the students in the commercial course. 

WORK IN THE GREENHOUSE. 

It is the plan to make the greenhouse of as great practical value as 
possible. With that end in view, it is used as a laboratory for work 
in connection with agronomy and horticulture. To illustrate how this 
is done, several typical lines of work will be described, although space 
forbids more than a brief hint at the various activities. 

In an experiment with a bed of string beans the bed was divided 
into 6 equal sections, each 3 feet long and 2 feet wide and numbered 
from 1 to 6. An application of wood ashes was given to Nos. 1, 2, 
and 3, but not to the others. The plots were then taken in pairs, 
each pair being treated differently. One pair, Nos. 1 and 4, received 
a solution of commercial ammonia much diluted with water. The 
second pair, Nos. 2 and 5, received a treatment of commercial fer- 
tihzer. The third pair, Nos. 3 and 6, was reserved as a check plot. 
No fertilizer was applied to this except the wood ashes on No. 3. The 
amount of fertilizing material was measured in each case by the 
pupils, and they were required to determine the proportional amount 
for an acre and the cost per acre of such application at current prices. 
This is believed to be one of the valuable parts of the work. At the 
end of the experiment the pupils were required to write it up, fully 
describing how the experiment was carried out, and the kinds and 
amounts of fertilizers used. They were then asked to assign reasons 
for the differences in the crop on the different plots. For instance, 
why was it that the ammonia plot developed more rapidly than the 
others? The answer given was that, since the plant food in the 
ammonia was more available than in the other materials applied, the 
plants on that plot had a better opportunity to grow quickly. The 
plot with no fertilizer gave the poorest results, and this was ascribed 
to the fact that there was actually less plant food in that plot than in 
the others. 

Following this experiment, another crop of beans was planted in 
the same bed, which was divided in the same way into plots. This 
time no fertilizing material was added, as it was desired to determine 
whether all the fertilizing material had been available for the first 
crop or whether some of it still remained; and, if any remained, which 
material became available the most slowly. 

In this experiment there was found to be less difference than in the 
first between the ammonia plot and the check plot. The class decided 
that this was because a large proportion of the ammonia was used up 
in the first crop, so that the actual plant food found in each plot was 
more nearly equal. This time the commercial fertilizer crops came 



24 THE KEADJUSTMENT OF A KUBAL HIGH SCHOOL. 

out ahead and the pupils felt that this must be because all the food 
was not available for the first crop but had become more available 
for the second, and so had given those two plots more actual plant 
food than the other plots had. 

Another t3rpical experiment was carried on with lettuce. A long 
bed was divided into four equal plots. Each plot was given a different 
nitrogen fertilizer, but otherwise they were treated alike. The object 
was to determine which kind of fertilizer would bring the lettuce most 
quickly to selling size. As far as could be judged there was no differ- 
ence in the plots when the experiment was concluded, and the class 
wrote that as far as they could see the fertilizers were of equal value 
as far as growing lettuce was concerned, and they would, therefore, 
buy the cheapest. 

That the boys are thinking the work out for themselves and not fol- 
lowing a text or the instructor is shown by the fact that one pupil in 
his discussion of the experiment criticized it in this way: 

There was no check plot and, therefore, it is impossible to decide whether or not 
the fertilizers were of any advantage to the crop. 

Another experiment was conducted to find the effect of different 
nitrates upon cucumbers. 

In all their experiments the class work out the amount of fertilizing 
material per acre equivalent to the amount applied to the plot, and 
its cost, so that they can determine the relative cost of different plots 
as well as the relative yield. It is the desire of those in charge to 
make as practical an application of the work as possible. 

Another typical and important part of the agricultural work is 
seed testing. Several ears of corn were given to each pupil, and all 
were required to make vitality tests. First, they learned why it was 
desirable to test corn, and then why the method used was a fair one. 
Each ear was treated as all others. The corn used was 8-rowed 
flint. One kernel was taken from each row, taking them as evenly as 
possible from tip to butt; all the kernels from each ear were put in the 
same section of a shallow box which had previously been marked off 
by strings into squares of about 3 inches. The boxes were then set 
away and the corn allowed to sprout. After sufficient time had been 
given, the boys went through the squares and counted the number of 
kernels which had sprouted. Whenever all 8 kernels had sprouted, 
the ear from which those kernels had been taken was preserved, to be 
used for seed. If only 7 or less developed, the ear was not saved. To 
finish this experiment one more step remains, namely, to plant all the 
kernels from the ears from which all 8 kernels have previously sprouted. 
This is to find out if the development of 8 kernels indicates that all the 
kernels on that cob have life. 

Another experiment in the greenhouse was to determine if trans- 
planting affected development and whether the time of transplanting 



THE READJUSTMENT OF A RURAL HIGH SCHOOL. 25 

affected the size of plants. Lettuce and tomatoes were used in this 
experiment. A crop of each was sown. After coming up, a definite 
number of plants were transplanted at intervals of a week or 10 days. 
A few were left in the original rows as a check. It was found that 
those plants which were transplanted first were the quickest to 
mature, and developed to greater size. This was ascribed to the 
fact that as soon as transplanted the plants had more room, and 
therefore more food. 

Each experiment is planned to bring home to the class some truth 
about the action of the soil, crop, or fertilizer. Thus, while they are 
learning certain facts from their texts and class discussions, they see 
actual evidence in the growing plants to show that the facts are true. 

It should be pointed out that some of the crops that are planted 
should fail if the work is to have the greatest value for the pupil. 
Wrong methods of cultivation and handling crops must be shown as 
well as the correct methods. ^ ^ 

SIGNIFICANCE OF THE MOVEMENT. 

A secondary school, whether located in a city, village, or rural 
hamlet, should be a source of strength to the community. The city 
or village in which a secondary school is located and the entire section 
of the country directly tributary to the school should continually 
grow stronger as a direct result from the school. The school should 
constantly put back into the community the best of each generation 
as permanent residents if it is to justify its own existence and the 
taxation necessary for its maintenance. 

That rural secondary schools have been in many instances a source 
of weakness to the communities which have supported them and a 
direct means of taldng out of the community the very manhood and 
womanhood so necessary to the future prosperity of State and Nation 
is one of the saddest aspects of modern education. State Supt. 
Morrison has forcibly brought this fact home to the people of New 
Hampshire. In his biennial report for 1907-8 he showed that the 
high schools and academies of the State have been for generations 
the means of drafting away the best blood of the rural sections. 
Supt. Morrison puts the matter in these words: 

During the first three-quarters of the nineteenth century every group of three or 
four towns had its academy, usually an endowed institution. Out of these academies 
went a steady stream of sons and daughters who were, other things being equal, 
always the strongest of the generation, for otherwise they would not have gained this 
education. Seldom did they settle upon the old farm or in the home town. Their 
education had fitted them for other things. 

They became lawyers, or physicians, or clergymen, or schoolmasters, or business 
men in the cities, and the girls went with them, prevailingly to be their wives. Their 
children grew up under city conditions and went to city schools. The unambitious, 
the dull, the unfortunate boys and girls of the old countryside, who could not get to the 



26 THE READJUSTMENT OF A EURAL HIGH SCHOOL. 

academy, as a class, remained behind and became the dominant stock. And they re- 
produced their kind for another generation, upon whom the same sorting process was 
carried out. Then the factory system seized upon the strong limbed and restless, 
albeit slow-witted, and began to sort them out and remove them. Finally, the Civil 
War came and struck down the idealists by the wholesale, mostly boys or young men 
who had not yet reproduced themselves in a new generation. Now upon a journey 
through rural New England you shall see fine old mansions, showing by their architec- 
ture that they date back well toward the beginning of the nineteenth century, and 
ample old homesteads with their capacious barns, all of them more or less in a state of 
decay. Of many, nothing but the cellar hole and an, at first sight, unaccountable 
orchard is left. These were the homes of a race which lived and prospered, which 
cleared the land, and built homes, and added barn to barn, which accumulated wealth, 
and gave virile expression of itself in church, in state, and in educational institutions 
* "^ *, But that race allowed its sons and daughters to be educated away from the 
farm and the country and from the State. In their place to-day we too often have a 
dwindling town, a neglected farm, a closed church, an abandoned schoolhouse. 

The solution of this problem of the welfare of the rural sections of 
New England is a matter of great importance not only to the edu- 
cator but to all classes of people. It is believed that the solution 
will come by means of a change in the type of secondary education. 
High schools and academies, with good courses in agricultural educa- 
tion for the boys and domestic arts for the girls, should create an inter- 
est in the farm and the home and their problems, and, by giving an 
education which prepares for the problem of life under home en- 
vironment, will tend to check the present cityward trend of popula- 
tion. In this seems to lie the solution of one of the most vital and, 
in its consequences, one of the most far-reaching problems facing our 
people at the present time. 

When the boy finishes the high-school course, if he is not one of the 
few who can go to college, he finds himself equipped with an interest 
in the problems of the farm, with an appreciation of the value of farm 
hf e, with a conception of the dignity of scientific agriculture as a pro- 
fession, and with an attitude toward farm life which is entirely different 
from that of those who have been for four years educated away from 
the farm and the home and who have been taught that only with the 
brain can a hving honorably be made. When farming is raised to the 
dignity of a profession, by the introduction of scientific methods, the 
trend of population toward the city will in some measure cease. 

The rural high school has a most important part to play in that 
tendency known as 'Hhe country-life movement,'' the aim of which 
is to make '^ rural civihzation as efficient and satisfying as other civili- 
zation." Great responsibility rests upon it and upon those who have 
its management in charge. It can not meet this great responsibihty 
unless its program of studies is reconstructed along lines calculated 
to bring about a readjustment to the real needs of the community. 
If this is done along rational lines the rural high school may be a pow- 
erful factor in developing and strengthening rural civilization. 



BUREAU OF EDUCATION 



BULLETIN, 1912, NO. 20 PLATE 7 




A. SECURING SAMPLES OF SOIL AT DIFFERENT DEPTHS. 




B. A LESSON IN THE GREENHOUSE. 



APPENDIX. 



INDUSTRIAL EQUIPMENT OF COLEBROOK ACADEMY. 



KITCHEN EQUIPMENT. 

1 Magee Oxford range, No. 880 

1 copper boiler to accompany range, labor 
and piping 

1 porcelain sink 

2 cooking tables 

12 stools 

8 3-bumer oil stoves 

1 mop wringer 

1 mopstick 

1 dustpan '. 

1 counter brush 

1 broom 

1 teakettle 

2 butter crocks 

1 bean pot 

1 fry kettle and basket 

1 iron gem pan 

6 dish pans 

1 garbage pail 

1 sink strainer 

1 tin dipper 

1 small washboard 

1 white enamel kettle 

1 pair scales 

2 agate double boilers 

12 1-quart double boilers 

1 large frying pan 

6 1-quart saucepans 

12 small frying pans 

1 teapot 

1 coffeepot 

1 flour sieve 

1 chopping bowl 

1 chopping knife 

1 washdish 

24 bowls 

24 popover bowls 

6 baking dishes 

1 skimmer 

6 vegetable mashers 

2 pancake turners 

24 teaspoons 

12 tablespoons 

24 wooden spoons 

12 pairing knives 

12 palette knives 

12 case knives 

12 forks 

12 tin measuring cups 

6 glass measuring cups 

2 lemon squeezers 

6 2-quart jars 

6 small baking dishes 

12 vegetable brushes 



Cost. 
$35.00 

25.00 

15.00 

73.00 

9.00 

14.00 

1.75 

.25 

.25 

.25 

.35 

1.10 

.70 

.20 



.30 
1.02 
1.15 
.20 
.10 
.20 
1.20 
1.50 
1.70 
5.04 
.35 
.90 
1.20 



.20 

.25 

.10 

.35 

2.40 

1.68 

.60 

.25 

1.32 

.20 

.40 

.40 

.96 

1.00 

1.30 

1.00 

.50 

.60 

.60 

.20 

.65 



KITCHEN EQUIPMENT— continued. 



Cost. 



6 soap shakers 80. 60 

12 tin plates 35 

1 wire sieve 10 

1 nutmeg grater 05 

1 can opener 10 

6 biscuit cutters 30 

6 cookie cutters 30 

12 skewers 15 

12 tin plates 35 

6 Dover egg beaters (small size) 60 

6 molding boards 3*00 

6 rolling pins 60 

12 white dinner plates 1. 40 

3 pie plates 30 

12 white cups and saucers 1. 40 

3 pitchers 75 

12 pepper boxes 1. 20 

1 wire masher 10 

1 steel 25 

4 bread pans 40 

4 cake pans 40 

23 yards crash 2. 92 

6 yards cheesecloth 30 

1 yard ticking 18 

1 meat chopper 1. 50 

DINING-EOOM EQUIPMENT. 

1 extension dining table 6. 50 

12 dining chairs 18. 00 

6 yards damask 3. 90 

18 napkins 2. 25 

2 yards silent cloth 1. 00 

24 Rogers Bros, teaspoons 4. 00 

12 dessert spoons 4. 20 

6 tablespoons 2. 25 

12 knives 3.50 

24 forks 7.00 

1 butter knife 50 

1 sugar shell 55 

1 butter dish, cream pitcher, and sugar bowl 5 . 00 

2 sets salt and pepper shakers 1. 40 

12 glasses 50 

1 glass pitcher 50 

12 dinner plates 2. 20 

12 soup plates 2. 10 

12 tea plates 1. 35 

12 butter plates 1. 20 

12 sauce dishes 1. 20 

12 cups and saucers 2. 40 

2 covered vegetable dishes 2. 70 

2platters 1. 20 

3 pitchers 1. 80 

trays 70 

27 



28 



THE READJUSTMENT OF A RURAL HIGH SCHOOL. 



CARPENTER-SHOP EQUIPMENT. 

Cost. 

6 Larsson adjustable benches, No. 5 $60. 00 

6 pencil compasses, No. 124 90 

6 drawing kits 3. 60 

6 2-foot rules 1. 20 

6 sloyd knives 2. 00 

6 marking gouges 1. 50 

3 spokeshaves 90 

18 firmer chisels— 6 J-inch, 6 H^ch, and 6 

1-inch 6. 48 

6 iron-bound try-squares, 6-inch 1. 50 

2 hacksaws, 10-inch 2. 00 

6 splitting saws, 22-inch 8. 52 

3 iron block planes 2. 64 

6 iron-throated wood-body planes 6. 60 

1 bench hook 25 

6 brushes 1.50 

6 clips to hold drawings 1. 50 

2 screw drivers, 10-inch 80 

2 screw drivers, 4-inch 44 

3 screw drivers, 8-inch 1. 05 

2 screw-driver bits 30 

3 cutting-off saws, 22-inch 4. 26 

2 turning saws and frames, 10-inch 1. 90 

3 turning saws and frames, 12-inch 3. 00 

2 iron-handled compass saws 40 

1 iron jointer, 22-inch 2. 55 

2 iron smooth planes, 8-inch 2. 80 

2 iron jack planes, 15-inch 3.50 

3 bit braces, 8-inch 3.45 

1 bit brace, ratchet, 8-inch 1. 50 

21 Jennings bits, 3 each -^g, \, |, h h h and 1 

inch 8.31 

6 drill bits, 3 each -h and ^ inch 84 

2 driU bits, ^inch 28 

6 center bits, 2 each J, i, and f inch 51 

2 Clark's countersinks 66 

2 pairs 10-inch dividers ' 76 

2 pairs 6-inch dividers 56 

6 marking awls 90 

6 brad awls 60 

4 firmer chisels, 2 each J and IJ inch 1. 64 

4 firmer chisels, 2 each -^ and | Inch 1. 00 

2 gouges, li-inch 1. 10 

6 gouges, 2 each J, f , and 1 inch 2. 30 

1 gouge, beveled inside, f-inch 42 

3 hand bast files, 8-inch 88 

3 half-round files, 8-inch 1. 02 

2 round files, 8-inch 46 

2 file cards 30 

4bevels, 10-inch 2.20 

1 mortise gauge 55 

6 hammers 2. 70 

6 nail sets 60 

3 skew chisels, |-inch 1. 20 

1 parting tool, ^inch 45 

3 veiners, ^inch -= 1. 35 

4 draw shaves 2. 00 

6 mallets, 2i-inch face 1. 20 

2 drawing knives, 8-inch 1. 50 

32 cabinet scrapers, regular 2Hnch Jennings. . 40 

1 cabinet scraper, special 20 

2 cabinet clamps, 3-foot 1. 50 

2 rose countersinks 40 

2 oilstones 1-00 



CARPENTER-SHOP EQUIPMENT — Continued. 

Cost. 

5 oil cans $0. 30 

4 slip stones 1. 00 

2 hand screws, 10-inch 70 

2 hand screws, 14-inch 1. 20 

3 iron clamps, 4-inch standard .75 

1 pair winding sticks 30 

6 try-squares, 12-inch 2. 70 

1 grindstone 5. 50 

1 set carving tool slips 1. 00 

1 rabbet plane 1. 20 

1 pair carpenter's pincers, 7-inch 35 

1 matching plane for J-inch stock 2. 00 

1 wooden dado plane, |-inch 1. 50 

1 saw clamp dikeman 1. 25 

1 saw set 50 

1 dozen taper files, 6-inch 1. 00 

1 framing square 80 

1 monkey wrench, 8-inch 60 

1 expansion bit, | to 3 inch 85 

1 hatchet 60 

1 framing chisel, J-inch 55 

1 pair cutting pliers, parallel jaws, 5J-inch . 1. 10 
1 burnisher 35 

1 hack saw, 8-inch 05 

BLACKSMITH-SHOP EQUIPMENT. 

3 hand forges 66. 00 

3 anvils, 50-pound 15. 00 

2 anvils, 100-pound 20. 00 

4 \'ises, 4-inch 26. 00 

1 blacksmith's "\ase ■. 8. 00 

3 pair tongs, 16-inch, No. 5060 1. 20 

3 pair tongs, 16-inch, No. 5070 1. 80 

3 pair tongs, 16-inch, No. 5090 1. 80 

3 pair tongs, 16-inch, No. 5001 3. 00 

3 top swagers, J to f inch 1. 20 

3 bottom swagers, i to f inch 1. 20 

3 top fullers, i to i^ inch 1. 20 

3 bottom fullers, i to ^ inch 1. 20 

3 square flatters, l^inch 1. 05 

3 cold chisels, 1-inch 90 

3 hot chisels, 1-inch 90 

3 hardies, 1-inch 1. 80 

3 hand hammers 1. 95 

3 ball pein hammers 2. 10 

1 blacksmith's tap and die set 8. 00 

AGRONOMY EQOTPMENT. 

3 spading forks 3. 25 

12 hoes 4. 75 

3 spades 1-55 

3 square shovels 1-80 

3 long-handled round-pointed shovels 1. 50 

3 short-handled round-pointed shovels 1. 50 

1 pick 75 

2 crowbars 1-50 

6 rakes 2. 40 

1 augur with extended handle for deep-soil 

sampling 2. 50 

12 pint jars for soil sampling 90 

12 glasses 50 

12 6-quart milk pans 50 

12 shallow cake tins for seed germinating 25 



THE READJUSTMENT OF A RURAL HIGH SCHOOL. 



29 



AGRONOMY EQUIPMENT— OOntinUCd. 

Cost. 

6 6-inch glazed flower pots $0. 50 

6 4-mch flower pots with saucers 30 

5 j-ards flannel cloth for seed germinating. . . .45 

}j pound each of various seeds 

1 set school seeds i and case 1. 75 

DAIRY LABORATORY EQUIPMENT. 

1 Richmond sHde rule 2.00 

1 30-pound scale 1. 80 

1 No. 628 cream scale 2. 70 

1 No. 629 cream scale 4.20 

24 10 per cent test bottles 1.50 

24 30 per cent test bottles 2. 00 

24 Olilsson skim-milk bottles 7. 00 

12 pipettes 1. 00 

1 automatic pipette 50 

2 18 ccm. pipette 17 

2 5 ccm. pipette 17 

10 acid measures 50 

1 Troemner scale No. 606 7. 20 

12 §-pint milk bottles 35 

12 1-pint milk bottles 45 

12 1-quart milk bottles 60 

1,000 A grade caps for milk bottles 25 

1 ,000 No. 2 corrosive subhmate tablets 90 

1 10 per cent bottle tester 55 

1 30 per cent bottle tester 70 

1 sample dipper 25 

3 pinch cocks 30 

1 60-pound scale by 2 ounces 2. 25 

1 milk thief 35 

10 pads, Babcock test blanks 1. 25 

2 1-gallon dippers, short handles 1.50 

12 manila sheets 25 

1 gallon separator oil and can 41 

1 combination acid bottle 2. 25 

1 12 by 17.5 ccm. burette 2. 00 

1 stand for burette 1. 00 



DAIRY LABORATORY EQUIPMENT— continued. 

Cost. 

1 cone graduate, 6-ounce and ccm $1. 00 

2 6-ounce graduates 30 

1 gallon acid 70 

10 pair Babcock test dividers 2. 50 

10 funnels for test bottles 1. 00 

12 No. 18 brushes (for test bottles) 20 

1 dozen composite test jars (pint) 1. 50 

1 4-gallon stoneware jar 50 

1 dozen ounce bottles for drivers' case .. . . 50 

1 burette and stand, 12 by 17.5 3.00 

2 No. 7 brushes and handles 55 

2 extra heavy aprons 1. 66 

2 No. 9 brushes 30 

2 vat scrub brushes and handles 55 

3 common lactometers 62 

1 Quevenne lacto thermometer 75 

3 special dairy thermometers 82 

4 12 by 2 plain jars 87 

1 alkaline test, complete 2. 10 

1 8-bottle tester, complete 7. 50 

2 4-bottle testers, junior ^7. 50 

1 New York State Spence lacto-ther- 
mometer 1. 25 

1 De Laval cream separator, No. 12 

1 Sharpless cream separator, No. 4 

2 14-quart pails 1.30 

1 acidometer 35 

1 No. 3 aerator 4. 00 

1 No. 2 Water's butter worker 6. 75 

1 No. 1 Belle churn 2. 70 

1 No. 2 1-pound mold and stamp 1. 60 

C. A. stamp 24 

10,000 8 by 11 parchment squares 88 

4 No. 7 ladles , 34 

2 No. 3 spades 17 

3 4-ounce bottles butter color 45 

500 plain cartons 1. 10 

12 patron's pass books 12 



BOOKS USED IN TEACHING AGRICULTURE.2 



AGRONOMY. 

Essentials of Biology — Hunter. 

First Principles of Agriculture — Gofi and Mayne. 

Practical Agriculture — James. 

The First Book of Farming— Goodrich. 

The Soil— King. 

Agriculture for Common Schools— Fisher and 

Cotton. 
An Introduction to Agriculture— Upham. 
First Principles of Soil Fertility— Vivian. 
SoUs— Lyon and Fippen. 
Elements of Agriculture — Warren. 
Practical Agriculture — WUldnson. 
Agriculture for Beginners — Burkett, Stevens, and 

Hill. 
Practical Nature Study — Coulter and Patterson. 
Soils and Crops: A Manual of Agronomy— Barto. 
Principles of Agriculture — Bailey. 
The Potato— Traser. 



ANIMAL HUSBANDRY. 

Agriculture, Vols. I, II, and III— Brooks. 
Animal Feeding — Shaw. 
Feeds and Feeding — Henry. 
Types and Breeds of Farm Animals— Plumb. 
Judging Live Stock— Craig. 
Farm Animals — Wilcox. 

Principles and Practice of Poultry Culture— Rob- 
inson. 
Domesticated Animals and Plants— Davenport. 
Youatt and Spooner on The Horse — Randall. 
The Horse: How to Buy and Sell— Howden. 
Farm Stock— Bm-kett. 
Key to Profitable Stock Feeding— Myrick. 

HORTICULTURE. 

The School Garden Book— Weed and Emerson. 
Vegetable Gardening— Green. 
Popular Fruit Gro^ving— Green. 



1 These sets of school seeds are given to schools by the United States Department of Agriculture. The 
set consists of 100 samples of seeds which are of interest to the farmer. Each sample is put up in a small 
glass bottle and labeled with the common and the botanical name. The bottles and the case in which 
the bottles are kept cost SI. 75. 

2 This list of books is not intended to be complete, but is given merely to show what is considered necessary 
for teaching these courses. 



30 



THE READJUSTMENT OF A RURAL HIGH SCHOOL 



HORTICULTURE— continued. 

Farm and Garden Rule Book— Bailey. 

The Orchard and Fruit Garden— Powell. 

Systematic Pomology — Waugh. 

The Principles of Fruit Growing — Bailey. 

The Pruning Book— Bailey. 

The Nursery Book— Bailey. 

The Apples of New York, Vols. I and II— Beach. 

Principles of Vegetable Gardening— Bailey. 

Amateiu- Fruit Growing — Green. 

The American Apple Orchard — Waugh. 

Fruit Harvesting, Storing, and Marketing — "Waugh. 

Greenhouse Management— Taft. 

Greenhouse Construction — Taft. 

Vegetable Gardening— Watts. 

The Forcing Book— Bailey. 

Diseases in Plants— Ward. 

Spraying Crops — Weed. 

Plant Breeding— Bailey. 

Principles of Breeding — Davenport. 

Encycloi)edia of Agriculture — Bailey. 

DAIRYING. 

Testing Milk and its Products— Farrington and 

Wool. 
Principles and Practice of Butter Making — McKay 

and Larson. 
Practical Dairy Bacteriology— Conn. 
First Lessons in Dairying— Van Norman. 
The Business of Dairying— Lane. 
A Dairy Laboratory Guide — Ross. 
The Farm Dairy — Gurler. 



MISCELLANEOUS. 

Farm Blacksmithing— Drew. 

Standard Blacksmithing— Holmstrom. 

Com— Bowman and Crossley. 

Farm Crops— Burkett. 

Chemistry of the Farm— Warrington. 

Manual of Com Judging— Shamel. 

Bookkeeping for Farmers— Atkeson. 

Farm Drainage— French. 

Silos, Ensilage, and Silage— Miles. 

Forest Planting— Fuller. 

Insects Injurious to Vegetables— Phittenden. 

Forage Crops— Voorhees. 

First Book of Forestry— Roth. 

Handbook of Trees in New England— Dame and 

Brooks. 
Practical Forestry— GifEord. 
Practical Forestry — Fuller. 
The Tree Doctor — Davey. 
Diseases of Afiimals — Marshall. 
The Farmer's Veterinary Adviser— Law. 
Bam Plans— Radford. 
Electricity on the Farm — Conlee. 
Laboratory Exercises in Farm Management — 

Bailey. 
Farm Friends and Farm Foes— Weed. 
Farm Management— Card. 
Physics of Agriculture — King. 
Forage and Fiber Crops in America — Hunt. 
The Cereals in America— Hunt. 



BOOKS USED IN TEACHING DOMESTIC ARTS. 



SEWING. 

Hand Sewing Lessons — KroUk. 

Textiles — D ooley . 

Goodwin's Course in Sewing: Books I, II, and III. 

The Textile Fibers of Commerce— Hannan. 

Encyclopedia of Needle Work— Day and Buckle. 

Sewing and Garment Drafting— Blair. 

Textiles and Clothing— Watson. 

How the World is Clothed— Carpenter. 

Color, Harmony and Contrast— Ward. 

School Needlework— Hapgood. 

Butterick Pattern Co.: Dress Making up to Date. 

Embroideries and their Stitches. 

HOUSEHOLD SANITATION AND HYGIENE. 

Household Bacteriology— Elliott. 

Household Hygiene— Elliott. 

Chemistry of the Household— D odd. 

Personal Hygiene— Le Bosquet. 

Home Care of Sick— Pope. 

Cleaning and Renovation— Osman. 

Principles of Sanitation and Public Health— Bailey . 

Sanitation in Daily Life — Richards. 

Bacteria, Yeasts and Moulds— Conn. 

HOUSEHOLD MANAGEMENT. 

Cost of Food — Richards. 
Cost of Living — Richards. 
Cost Qf Shelter— Richards. 



First Lesson in Food and Diet— Richards. 

Food and its Functions— Knight. 

Food and the Principles of Dietetics— Hutchin- 
son. 

Foods and their Adulteration— Niley. 

Milk and its Products— Ning. 

Boston Cook Book— Lincoln. 

Boston Cooking School Cook Book — Barrows and 
Lincoln. 

Hostess of To-day — Earned. 

Salads, Sandwiches, and Chafing Dish Dainties — 
Hill. 

Paper Bag Cookery— Soyer. • 

New Cook Book— Rorer. 

HOUSEHOLD DESIGN AND DECORATION. 

Art and Economy in Home Decoration— Priest- 
man. 
Care of a House— Clark. 
Healthful Farmhouse— D odd 
Homes and their Decoration — French. 
Principles of Home Decoration— Wheeler. 
Craftsman. 
Good Housekeeping. 
The House Beautiful, 



THE KEADJUSTMENT OF A RURAL HIGH SCHOOL. 



31 



FARMERS BULLETINS. 

United States Department of Agriculture. 
No. 73. Cooking Vegetables. 
No. 684. Potatoes as Food. 
No. 244. Cooking Quality of Potatoes. 
No. 316. Cooking Cereal Foods. 
No. 29. Souring of Milk. 
No. 42. Facts about Milk. 
No. 365. Use of Milk as Food* 
No. 87. Food Value of Eggs. 
No. 103. Preserving Eggs. 



FARMERS' BULLETINS— continued. 

No. 190. Cost of Eggs in Winter. 

No. 25. Federal Meat' Inspection Science. 

No. 34. Composition and Cooking of Meat. 

No. 85. Fish as Food. 

No. 162. Cooking Meat. 

No. 186. Keeping Quality of Butter. 

No. 241. Butter Making on the Farm. 

No. 305. Gluten Flours. 

No. 112. Bread and Bread Making. 

No. 389. Bread and Bread Making. 



O 



^ 
^ 



EJa'13 



^,^- 



BULLETIN OF THE BUREAU OF EDUCATION. 

(Continued from p. 2. of cover.) 
1911. 

No. 1. Bibliography of ecience teaching. 

No. 2. Opportunitiea for graduate study in agriculture in the United States. 

No. 3. Agencies for the improvement of teachers in service. W. C. Kuediger. 

No. 4. Report of the commission to study the public schools of Baltimore. 

No. 5. Age and grade census of schools and colleges. George Drayton Strayer. 

No. 6. Graduate work in mathematics in universities. Report of Committee XII. 

No. 7. Undergraduate work in mathematics in colleges and universities. Report of 
Committee X. 

No. 8. Examinations in mathematics. Report of Committee VII. 

No. 9. Mathematics in technological schools of collegiate grade. Report of Com- 
mittee IX. 

No. 10. Bibliography of education for 1909-10. 

No. 11. Bibliography of child study for the years 1908-9. 

No. 12. Training of teachers of elementary and secondary mathematics. Report of 
Committee V. 

No. 13. Mathematics in elementary schools. Reports of Committees I and II. 

No. 14. Provision for exceptional children in the public schools. 

No. 15. The educational system of China as recently reconstructed. H.'E. King. 

No. 16. Mathematics in public and private secondary schools. Reports of Committees 
III and IV. 

No. 17. List of publications of the United States Bureau of Education. 

No. 18. Teachers' certificates (laws and regulations). Harlan Updegraff. 

No. 19. Statistics of Stat^ universities, etc., 1910-11. 

1912. 

No. 1. Course of study for nu-al school teachers. Fred Mutchler and W, J. Craig. 

No. 2. Mathematics at West Point and Annapolis. Report of Committee XI. 

No. 3. Report of committee on uniform records and reports. 

No. 4. Mathematics in technical secondary schools. Report of Committee VI. 

No. 5. A study of expenses of city school systems. Harlan Updegraff. 

No. 6. Agricultmral education in secondary schools. 

No. 7. Educational status of nursing. M. Adelaide Nutting. 

No. 8. Peace day. Faimie F. Andrews. 

No. 9. Country schools for city boys. William Starr Myers. 

No. 10. Bibliography of education in agriculture and home economics. 

No. 11. Current educational topics, No. I. 

No. 12. Dutch schools of New Netherland and colonial New York. W. H. Kilpatrick. 

No. 13. Influences tending to improve the work of the teacher of mathematics. 

Report of Committee VIII. 
No. 14. Report of the American commissioners on the teaching of mathematics. 
No. 15. Current educational topics, No. II. 
No. 16. The reorganized school playgroimd. Henry S. Curtis. 
No. 17. The Montessori system of education. Anna Tolman Smith. 
No. 18. Teaching language through agriculture and domestic science. M. A. Leiper. 
No. 19. Professional distribution of college and university graduates. B. B. Burritt. 



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